牛津高中英语模块7 unit3 Grammar 教案教学设计(译林牛津版英语高二)

牛津高中英语模块7 unit3 Grammar 教案教学设计(译林牛津版英语高二)（精选8篇）

1.牛津高中英语模块7 unit3 Grammar 教案教学设计(译林牛津版英语高二) 篇一

Unit Two The Environment

Part One：Useful Words and Phrases

1. debate on/about sth beyond debate: 无疑义/无可争辩

2. environmental protection/conservation, environmental pollution

3. industrial waste

4. a friendly atmosphere

5. in addition=besides; in addition to… additional=extra

6. The earthquake wiped out the village.

7. follow our usual schedule

8. large amounts of poisonous chemicals

9. flow into the rivers

10. turn into a big problem

11. teach people about environmentally friendly ways of living

12. at the same time

13. turn into a big problem

14.Take responsibility for…; be responsible for…

15. rely on sb to do sth; rely on sb that…

16. be of (great/no) importance= be (very )important

17. hunt animals, hunt (for) a job

18. endanger your health; endangered species

19. advise/suggest doing sth; advise sb to do sth, suggest sb/one’s doing sth

advise/suggest +从句( 用should do表虚拟)

20. the remaining food; It remains to be seen whether they will succeed.

They remain seated on the sofa, chatting with each other.

21. prohibit…from doing sth (较正式，法规禁止) forbid/prevent….from doing sth

Part Two: Sentence Patterns

1. Can you think of other ways in which people damage the environment?

I am talking to you today about the way large areas of the world are damaged by industrial waste.

注： the way + ( in which /that ) 定语从句

2. With me is Mr. Lin (倒装) from the Society for Environmental Preservation.

3. Then we will open the floor for the discussion.

4. voice (表达)your comments or opinions

5. follow the usual schedule

6. The waste goes into the atmosphere and makes us sick. flow into the water

7. In addition(=Besides) , many sea creatures are being wiped out by fishing boats.

8. These boats catch large numbers of fish without giving them time to lay eggs.

lay, laid: 放/铺;产蛋 lay the table for dinner, lay the map on the desk, lay rails; lay eggs

lie, lied:说谎 lie, lay, lain: 躺， 位于

He found a book lying /laid on the desk.

9. This will have a lasting effect upon/on the number of fish left for us to eat.

10. People who need more land to live on and more food to eat.

注：不定式作定语，注意与前面名词的拱配要完整 This is a comfortable chair to sit in.

11. The world’s population has grown to more than six times what it was in 1800.

倍数的表达： A +倍数+比较级+than +B;A+倍数+ as +原级+ as + B

A +倍数+ the +名词 + of + B (有时用 “what从句”或“one’s +名词”)

The population of China is double what it was in 1950.

12. My suggestion is that we (should) try to cut back on production

注：凡和“建议/命令/要求”意义有关的从句，用(should) do 表示虚拟.

13. It would be beneficial to expand our recycling industry and teach people about environmentally friendly ways of living.

14. It is obvious that you are very concerned about the present situation of our environment.

15. As an economist, I’m often seen as being against the environment. (be against/for：反对/支持)

16. This doesn’t have to(不一定/必)be true.

17.What I’m here to say is that having worked side by side with many environmentalists(现在分词的完成形式作状语), I know a healthy environment and a stable economy should be possible at the same time.

18. The people running these factories (“经营”，现在分词作定语) are concerned about environment.

We should produce less from materials taken directly from the environment.(过去分词作定语)

19. We need to stop thinking of companies as the enemy. (think of…as…:把…看作)

比较： think… (to be)… consider/treat/look on…as…

20. But I do agree that recycling may be the key to helping both sides. (the key to doing sth)

21. preserve/protect the environment; environmental preservation/protection/conservation

22. What we need is more laws to preserve the environment, which still allow the economy to grow.

23. This might make seafood more expensive, but paying a higher price for some things(主语) is not always bad for the economy.

24. pay higher taxes, tax sb/sth

25. Asking around(现在分词作状语), I find many people willing to pay slightly higher prices for things that are environmentally friendly. (be willing to do sth)

26. While listening to a debate, remember each speaker’s speech is meant to convince you. (是以…为目的)

27. Just keep in mind (牢记)that you should not make a final decision until you have listened to both sides completely.

28. My aim in life is to save the environment for future generations.(不定式作表语)

29. We should pay more attention to what we eat. People should take responsibility for not buying certain kinds of fish, because there are not many left in the ocean.

30. What if (要是…怎么样) we run out of space? What if the train is late?

31. run out: (vi)不接宾语, 无被动 Our food has run out.

run out of sth: (vt) 接宾语,有宾语

We have run out of our food 或Our food has been run out of.

32. My dad says he doesn’t mind a little bit of pollution, as long as (只要) it means people have jobs.

33. be in a good /bad state, state of mind

34. shock sb; a shock to sb

35. watch…closely:认真/细细致地; 比较： be/get close to…

36. clap sb on the back; give sb a clap

37. in the form of…; be stocked with…=be equipped with…

38. take measures/steps/actions to do sth

39. at national/international level

40. What (do you think) is the biggest danger to our environment today? (疑问前移)

Who (do you think) is the richest man in our village?

41. You can relax and be sure that there was no damage done to make space for your room.

. There was a short gentleman following her.

There be +sb/sth + doing /done /to do

do/cause damage to…; make space for…= make room for…:为…腾出空间

42. I’m delighter by your newspaper’s decision to start a campaign for protecting the environment.

43. The state(状态) of our parks is very shocking, with rubbish everywhere.(with复合结构表伴随)

44. I used to find a trip to the park very relaxing. Now I find it tiring because I have to pick up the rubbish where I am going to sit.(注：where/wherever引导地点状语从句)

This kind of plant grows where it is warm.

Please put the book where you took it.

45. bring shame on sb; It is a shame +从句, What a shame…!

It would be a shame if they were destroyed because of people’s activities in the park.

46. Having seen this, the customs officer asked the woman to come over to his desk.

47.On/Upon taking off his jacket( 一…就), a sleeping tortoise was found on his stomach.

48. Apparently he traveled on the plane like this, keeping the tortoise hidden in a blanket.(伴随状语)

49. I like the idea of taxing factories that pollute although getting them to agree(主语,get sb to do sth ) would be difficult.

50. Having talked to you today(=After talking to you today), I think we should work on some projects

51. Desertification, the name for what happens when farmable land is turned into desert(名词短语作同位语), is a growing world problem.

52. China joined the Convention and has taken many steps to stop the process of desertification, including encouraging farmers to build fences which stop wind from blowing the dirt away, and providing money for people in dry areas to plant more trees.

53. There is also another resource in the fight against desertification, in the form of the China National Monitoring Center.

54. The center was set up in and is stocked with modern technical equipment for environmental research.

55. There are also things that can be done at a national or international level, such as sharing (such as为介词短语)information and solutions and using satellites to pick out areas likely to be affected by desertification.

56. From my point of view(=In my opinion), you should use recycled materials.

Personally, I agree with Wei Li, because I think he has the right idea.

It seems to me that due to(因为/由于) his mistake, we will get in trouble.

57. It is clear to see why the problems have raised concern both nationally and internationally.

58. Not only is the amount of water taken from the river rising, but (also) the waste being put back into the river has also been increasing.

注：not only于句首+倒装(采用疑问语序) + but (also)部分不变

59. This is not good news for the people who live in all the towns along the Yangtze River.

60. The pollution has resulted in unsafe drinking water which had led to health problems.

61. It also had harmful effects on the ecology of the area, killing many plants and animals.(结果状语)

62. Thankfully, many people have recognized the importance, and projects have been set up to deal with the problem.

63. Two special government projects are under way to protect the river.

64. Experts are now trying to work out possible solutions to the many problems.

65. This project resulted in farmers replacing the crops with trees or grassland.(动名词的复合式:one’s/sb doing sth)

66. The Yangtze River is home to a diverse range of fish and animals.

67. We still have a long way to go to solve all the problems concerning(介词) the Yangtze River.

68. We believe that the efforts of the Chinese people to protect the river(主语部分) will be appreciated for years to come (=for the coming years)by future generations.

make an effort to do sth; spare no effort (不遗余力)

appreciate (one’s/sb) doing sth

2.牛津高中英语模块7 unit3 Grammar 教案教学设计(译林牛津版英语高二) 篇二

一、译林牛津版高中英语教材分析

推行译林牛津版高中英语教材的原因,首先是我国社会经济快速发展背景下,对高素质英语人才需求的推动;其次,是我国为适应国家发展,全面推行素质化教育和新课程改革的需要。正是基于上述背景,译林版高中英语从教材内容来看,更加贴近生活,更加具有灵活性,所涉及的内容也更加广泛。同时,译林牛津版高中英语教材课文内容来自于社会各个角度,因此更加具有时代气息,这在英语听力教学中体现得尤为明显。译林牛津版高中英语听力材料广泛涉及到社会发展的各个层面,从社会到科学都有所涉猎,内容更加丰富。富有时代气息的教材内容要求教师必须拥有较强的教学能力,同时也要求教师必须能够从教材本身出发,营造出多样的教学环境。

二、译林牛津版高中英语听力教学发展状况

由于译林牛津版高中英语所具备的时代性,其对英语听力的要求也相对较高。在教材推广的这几年中,不难发现,我国现阶段基于译林牛津版高中英语而开展的英语听力教学已得到了长足发展,开始呈现出一种多元化、多角度发展的全新态势。译林牛津版高中英语听力教学的发展主要表现在以下方面:

1. 听力已开始成为英语教学的主体。与传统英语教学不同,译林牛津版高中英语对听说能力的要求较高,因此听力教学得到了更多的重视。现阶段,在听力教学中已形成了以学生为主体,教师参与其中的全新英语听力教学课堂方式。

2. 英语听力教学方法呈现多元化发展。在现代高中英语教学中,听力教学已变得越来越重要。特别是在新课改之后,随着译林牛津版高中教材的推广,英语听力已成为英语教学的重点之一。这样的发展环境推动了更多的英语教师走下课堂,走向学生,通过了解学生的学习兴趣和学习习惯,创造出多元的英语听力教学方法。这是我国现阶段英语听力教学的主要成果之一。

三、译林牛津版高中英语听力课堂教学发展对策

虽然在良好的政策环境之下,译林牛津版高中英语听力教学得到了较快发展,但是我国复杂的教育环境和不均衡的教育资源分布状况都在一定程度上对其发展造成了阻碍。针对这一情况,提出相应的听力教学发展对策尤为重要。

1. 构建多元的、贴近生活的听力前导入方式

对英语教学而言,由于其语言学的特点,使其在教学过程中具有语言学学习的独特性。这种独特性表现在交流性、生活性等方面。而传统的英语听力教学则相对死板,听——答的形式严重影响了听力教学的发展。针对这一情况,结合译林牛津版高中英语的生活性、时代性特征,教师可以将教学与课程内容相融合,在教学过程中融入更多的生活元素。同时,可以通过与学生的交流互动,来实现英语听力教学的趣味性。通过这种方式,将教学内容与生活相结合,构建多元的、贴近生活的听力前导入内容及导入方式,利用无形的问答,来提升英语听力学习效率。

2. 听力教学过程中增加师生互动,提升学生理解能力

掌握和了解教材是教师在教学过程中所必须做到的。在开展高中英语课程教学的过程中,教师要注意把学习重点从教材中挑选出来,让学生进行重点的学习和掌握,并通过一个知识点的学习引申出更多的知识点,从而帮助学生扩展以及深化知识。同时在教学过程中,教师要将掌握的内容与生活实际相结合,与学生共同探讨教材中与道德相关的内容,通过听说的方式增强师生互动,从而逐步实现“听懂——会说”这一教学目的。同时,这种在听力教学过程中加强师生互动的教育教学方式,还能够促使学生通过自己的理解和思考,掌握课本相关知识,在提升思维能力的同时增强理解能力,从而能够在互动交流中实现进一步发展。

四、总结

3.牛津高中英语模块7 unit3 Grammar 教案教学设计(译林牛津版英语高二) 篇三

一、教学方法初探

这套教材的创新之处就在于充分调动学生的学习积极性，培养学习兴趣和自信心。所以笔者认为应当从词汇入手，深入到语法、阅读和写作等知识，仔细揣摩知识之间的内在联系，层层深入，逐步强化训练，让英语学习变得轻松简单、有理可循，最终达到熟练掌握和运用的目的。

1. 词汇教学

词汇是一门外语学习的基础，针对牛津译林版英语相当大的词汇量，不能再让学生死记硬背了。笔者认为，可以根据教材内容即每一单元的小标题来对不同层次、不同类别的单词进行分类记忆。比如在讲职业这一专题的时候就可以列举单词表中的所有职业的单词，通过多媒体等三维形式呈现，辅助记忆；在讲过去式这一专题的时候就整理本单元的所有动词并且逐一变换时态，加大练习力度，再让学生运用词汇进行情景模拟练习来加深印象。需要熟练掌握的单词再特别强调，反复记忆。

2. 语法教学

语法可以说是在单词融会贯通基础上的一种应用，牛津译林版教材在每一单元后面都逐渐渗透一些语法知识，为了方便学生掌握，多以对话形式出现，必要时还多次出现进行强调。所以在讲解语法的时候，首先要对重点语句的时态、句式、结构、规则等进行细致讲解，在学生理解之后设置类似的场景让学生分组对话来替换例句中的内容，这样就围绕重点的语法知识产生了丰富课堂内容的互动练习，使课堂更加轻松，教学效果更加明显，反馈更加及时。

3. 阅读和写作教学

阅读和写作是牛津译林版教材的另一大特色。教、考结合，可以说万变不离其中，只有熟练掌握教材中的单词、句式和语法，再将其恰当地运用到阅读和写作中来，在理解的基础上，从模仿到原创，最后到语言表达能力的提高，这是一个循序渐进的过程。正所谓熟能生巧，只有多学、多看、多练才能真正的吸收理解，恰到好处地发挥出来。当然背诵课文和阅读中的固定句型也是很有必要的，借鉴经典例句，再融会贯通，才能做到学以致用。

二、教学理念探究

这套牛津译林版教材是针对我国初中生量身定做的，因为初中生学习英语的时间相对较少，课下基本没有时间进行额外的英语练习，所以编者独具匠心，大多采用灵活多样的对话形式，贴近生活，营造良好的语言氛围，便于学生理解和记忆。此外，在教材编排的过程中引入了很多英语文化等背景知识，一方面拓宽了学生的视野，让他们了解西方的风俗习惯，增加学生的英语知识素养；另一方面也以此激发学生的学习兴趣，调动学生的学习积极性。

要秉承创新的教学理念，教学就不能单单局限于书本，我们要针对初中生的英语教学培养学生正确的价值观和世界观，在吸收和借鉴西方先进文化的同时，传承和发展本土文化。这套教材涉及到西方社会的生活习惯、经济、军事等很多领域，可以增加学生的知识积累，让学生对英语学科有一个多角度的、全面的了解和掌握，也是文化传承和创新的契机。

4.牛津高中英语模块7 unit3 Grammar 教案教学设计(译林牛津版英语高二) 篇四

Teaching Objectives:

1.Use unreal conditionals of the present, past or future time.

2. Improve students’ ability of using unreal conditionals

Teaching Procedures:

Step1 Lead-in

Look at the two sentences

1.If it were Sunday, I would go hiking.2. If I were a bird, I could fly.

Think about the questions

1,If it were Sunday, what would you do?2.Is it real that it is Sunday today?

3.Is it possible for you to be a bird?

Step2 Presentation

虚拟语气

1) 概念

虚拟语气用来表示说话人的主观愿望或假想，所说的是一个条件，不一定是事实，或与事实相反

2) 在条件句中的应用

条件句可分为两类，一类为真实条件句，一类为非真实条件句。非真实条件句表示的是假设的或实际可能性不大的情况，故采用虚拟语气.

e.g. If he had seen you yesterday, he would have asked you about it .

如果他昨天见到你，他会问你这件事的。

If it doesn’t rain tomorrow, we will go to the park.

如果明天不下雨的话，我们就去公园。

一：虚拟语气在条件状语从句中的用法。

条件从句 从 句 主 句

与现在事实相反 动词的过去式(be的过去式一般用were) would/ should/ could/ might + 动词原形

与过去事实相反 had + 过去分词 would/ should/ could/ might + have + 过去分词

与将来事实相反 1.动词过去式

2.should + 动词原形

3.were to + 动词原形 would/ should/ could/ might + 动词原形

1、表示与现在事实相反的假设和结果

e.g.我是你的话，我会马上走。

If I were you , I would go at once.

e.g. 要是我哥在这儿，一切都没问题了。

If my brother were here, everything would be all right.

Translation:

1、如果他有时间，他就会(可能)和你去。

e.g. If he _______ time, he ________________________ with you.

2、要是我是你，我就会/可能对他说实话。

e.g. If I ________ you, I _________________________ him the truth.

注：主句中should只用于第一人称，从句中的should可用于任何人称。

2.表示与过去事实相反的假设或结果

e.g. If you had come a few minutes earlier, you would/could/might have met the famous singer.

如果你早来几分钟的话，你就会(可能会)见到那个著名歌唱家。

e.g. If I had had the money last week, I should /would/could/might have bought a car.

如果我上星期有了这笔钱，我就会(可能)买1辆车。

Translation:

1、要是她早来五分钟，她就能赶上早班车了。

e.g. If she ____________ five minutes earlier, she ______________the early bus.

2、如果你昨天在这里，昨天他就能找到你了。

e.g. If you _________here, he____________________ you yesterday.

3、表示与将来事实可能相反的假设和结果

e.g. If it were sunny tomorrow, I would come to see you.

明天要是天气好的话，我来看你。

If it should rain, the crops would be saved.

假如天下雨，庄稼就一定(有可能)得救。

If it were to snow this evening, they would not go out .

如果今晚下雪，他们将不出去了。

4.虚拟条件句可以转换的形式

(1)省略连词if

在书面语中，如果虚拟条件句中有were, had或should，可以把if省略，而把这几个词放到主语之前，构成主谓倒装。

Were I you (If I were you ), I would not do it

我要是你，就不做这事

Should he come(If he should come),tell him to ring me up.

他要是来了，让他给我打个电话。

( 2 )用介词短语代替条件状语从句

Without air (If there were no air), there would be no living things.

如果没有空气的话，就不会有生物了。

But for your help(If it hadn’t been for your help)I couldn’t have done it.

要不是你的帮助，我就不可能完成这件事。

Step3. Practice

Do the exercises on Page 40 and 41.

Step4. More practice

Ex1. Fill in the blanks with the verbs given in the brackets in their proper forms.

1.You didn’t let me drive. If we ____________(drive) in turn, you ________________(not get) so tired.

2.__________it ________(not be) for your help, I couldn’t have made any progress.

3.--Has Mr. Smith recovered now?

--Yes. Who____________(think) that such a serious illness could be cured?

4.____________it _____________(rain) tomorrow, the match would be called off.

5.Most of the students felt rather disappointed at the English party. They said that it _____________________(organized) better.

6.Jean doesn’t want to work right away because she thinks that if ____________________(get) a job, she probably wouldn’t be able to see her friends very often.

7. Much labour would have been saved if electronic computer _________________(invent) before.

8.-------Well done, Jack!

-----Thanks. But given more time, I________________(do) it better.

Ex2. Choose the right answer.

1. Everything if Albert hadn’t called the fire brigade.

A. will be destroyed B. will have been destroyed

C. would be destroyed D. would have been destroyed

2. The business is risky. But , we would be rich.

A. should we succeed B. we should succeed

C. might we succeed D. would we succeed

3. What would have happened, ________, as far as the river bank?

A. Bob had walked farther B. if Bob should walk farther

C. had Bob walked farther D. if Bob walked farther

4. I _____ you some money, but I hadn’t any on me then.

A. would lend B. would have lent C. could lend D. may have lent

5. ______ today, he would get there by Friday.

A. Was he leaving B. if he leaves

C. Were he to leave D. if he is leaving

6. Supposing this ship ,do you think there would be enough life jackets for all the passengers?

A. were to sink B. has sunk C. was sinking D. sunk

7. I don’t think he’ll attend the party, and ______ he attend it, what would he wear?

A. were B. had C. did D. should

8. -- My boss often made me work day and night.

-- If I _____ you, I ______ the job.

A. am, will give up B. had been, would have given up

C. were, would give up D. had been, would give up

9. -- You can ask your brother for help.

-- He isn’t at home. If he _____, I ______.

A. were, would B. is, would C. is, will D. were, will

10. -- Are you thinking about going to Dalian for the vacation?

-- No, but if I ________ time, I _________ very glad to go there.

A. have, will be B. had had, would have been

C. had, would be D. had had, would be

11. --Sally finally got here from Chicago.

-- If she_______ earlier, we ______ her to the party then.

A. came, would take B. had come, would have taken

C. comes, will take D. had come, would take

12. If you _______ George, would you please tell him to ring me?

A. saw B. were to see C. had seen D. see

Keys: 1. had driven, wouldn’t have got 2. had, not been 3. would have thought

4. Were, to rain / Should, rain 5. could / might have been organized 6. were to get/should get/got 7.had been invented 8.could/would/might have done

5.牛津高中英语模块7 unit3 Grammar 教案教学设计(译林牛津版英语高二) 篇五

1.showcase new films 展示新电影

2.award sb. sth./award sth. to sb. 把某物授予/给予/判给某人

3.celebrate different film genres 颂扬不同的电影流派

4.six of the major international film festivals 六个主要的国际电影节

5.be appropriate for sb. to do sth 对…而言适合做…

6.part of sth. ……的一部分

7.contemporary art 当代艺术

8.view…as…把…视为..

9.that is 也就是说

10.be financed by 由某人资助

11.amateur actors 业余演员

12.hate to do sth. 讨厌做某事

13. in defence of 防御、保卫、为….辩护

14.point out 指出

15.feature Hollywood films 以好莱坞电影为特色

16.high-quality films 高清电影

17.regardless of 不理，不顾

18.distinguish between…and…(~ from..) 区别、判别、分清

19.as long as/so long as 只要

20. meet one’s standards 达到某人的标准

21.was hatched back in 1978 早在1978年就筹划了

22. take over接管、接受

23.change the focus to doing sth. 把重心转移到做某事

24.salute sb. 向某人致敬

25.act/perform in a film 在一部电影中担任演员

26.win an award at a film festival 在一个电影节上获奖

27.give awards/an award to sb. 给某人颁奖,给某人奖励

28.take a step backwards后退 take a step散步、溜达 take steps to do采取措施

29. from all around the globe 来自全球、来自全世界

30.make films with large budgets 以很大的预算资金投入制作电影

31.resemble…too much 与……过于相似

32. have a chance of doing sth./to do sth.有可能做某事

33.lose our international angle 失去我们的国际视野

34.don’t favour films from any one country 不偏爱来自任何一国的电影

35.in the minority 占少数

36.bonus award 额外奖

37.have a good reputation worldwide 在世界范围内有良好的声誉

38.put forward a personal opinion 提出一个个人意见

39.tend to do sth. 趋向于做某事

40.pay attention to注意

41.disagree with不一致，不同意

42.avoid doing避免做某事

43.come to be well known 渐渐地出名

44.interfere in someone else’s activity 打断某人，干涉某人的行动

45.of the top rank 一流的，顶级的

46.regardless of 不理，不顾

47.be awarded for doing sth. 因为做某事而获奖

48.keep sth. in the shadows 保持某事在幕后/在阴影中/在后台运作

49.have no difficulty in doing sth. 做某时毫无困难

50.sell admission tickets 卖入场券

51.shoot a film 拍摄一部电影

52.express oneself in English 用英语表达自己

53. refer to提到，参考，涉及，提交

54. be hired to do sth.被雇佣做某事

55. help sb. with sth.帮助某人做某事

56. fall asleep睡着，入睡，长眠

57. have an appointment to meet sb.约见某人

58.in time for 赶得上，及时

59. feel sorry for sth.为…感到遗憾

60. think twice about sth. / doing sth. 三思而行，慎重考虑后再作决定

61. waste time/money on sth.浪费时间/钱在某事上

62. make an agreement制定协议

63.give sb. one’s sincere congratulations 给某人最衷心的祝愿

64.realize one’s dream实现某人的梦想

65. attain success获得成功

66.a second time 再次

67.leave out 省略

68.enter a speech competition 参加一个演讲比赛

69.be still unanswered 还没有回答

70.make money 赚钱

71.have no commercial future 没有商业前途

72.be available for 对……来说是可用的

73. a tense thriller 一部紧张的恐怖片

74.make it clear that 表明

75.include sth. in 把某物包括在里面

76.switch roles 交换角色

77.dream of doing sth.想像，梦想做某事

78. live with sb.在一起生活

79. (be) contrary to sth与…相反

80. rescue sb. from营救，拯救

81.be sensitive to对某事敏感

82.be introduced to 被引入到；被介绍给

83.have contradictory feelings about 对……有矛盾的情感

84.have a battle with 与……作斗争

85.feel dizzy 觉得头晕

86. be dedicated to专心致志于…

87. delete…from…从…删除

88. have a tendency to do sth. 有做某事的趋势

89.give enough thought to 充分考虑到

90.yawn with boredom 厌倦地打哈欠

91.on the contrary 相反的是

Useful Expressions:

1.Joining us in the studio are Isabel from the Cannes Film Festival, …

来到我们节目现场的有来自戛纳电影节的伊莎贝尔罗斯……

Gone are the days when we used foreign oil.

我们使用洋油的日子一去不复返了。

Present at the meeting are some famous artists.

与会的是一些著名的画家。

2.Maria, do tell us a little about the Venice Film Festival.

玛丽娅，一定要告诉我们一些关于威尼斯电影节的情况。

3.I hate to interrupt you, but in defence of the Venice Film Festival, I have to point out that… 我很抱歉打断你，但我得为威尼斯电影节说句话，我必须指出……

4. It was then that Robert Redford took over …

就是那时候罗伯特雷特福德接管……

5. …there is a good chance it will become famous.

它获奖就有了很大的机会。

6.People tend to present their personal opinion as if it were a collective group’s opinion.

人们总是陈述自己个人的观点仿佛它是一个集体的观点。

7.While there is no restriction on foreign entries, those that win are in the minority.

虽然没有限制外国电影的进入，但外国电影获奖的只是少数。

8.Whether you think the Academy Awards are a film festival or not, everyone agrees that the Oscar is the best-known award a contemporary film can receive.

无论学院奖是否是一个电影节,每个人都同意奥斯卡奖是当代电影所能获得的最高奖项。

9.It felt like the camera was in the sky.

感觉起来就好象照相机在空中。

10.I think this is more to highlight the advanced special effects than to help the film’s plot.

在我看来，这是为了更加突出电影高超的特效，而不是有助于表现电影的情节。

11.As long as the film’s quality meets our standards, we include it.

只要电影的质量达到标准，都能参加评选。

12．Considering the history of our festival, we feel it is important to favour films from any one country.

考虑到我们电影节的历史，我们觉得不偏向任何国家的电影是非常重要的。

13．It was the festival that he took over in 1981.

他在1981年接管的就是这个电影节。

14．It was not until nine that I got up.

就是直到九点我才起床。

15.Who was it that told him what had happened?

6.牛津高中英语模块7 unit3 Grammar 教案教学设计(译林牛津版英语高二) 篇六

economic adj. 经济学的，经济上的

These are the main economic plants of the region.

The railway service in the country is no longer economic.

economical adj. 节约的，节省的，不浪费的

The car is economical to run.

One should be economial of time and energy.

2.debate n.辩论，辩论会; vt / vi 辩论，争论，讨论

debate (about) sth. with sb. 与…辩论…

beyond debate 无可辩论

open a debate 展开辩论

hold a debate 举行辩论会

a warm debate 激烈的辩论

辨析：debate / argue / discuss

debate: 正式的辩论，通常在一位仲裁人的主持下，按照一定的规则进行，双方各自申诉理由，“交锋”意味较强。其后接名词和连接代词或副词引起的不定式短语，不常接that 从句

argue: 指说理、论证，侧重于摆事实，试图说服对方，也可能是激烈的交换意见，以致争吵。其后接名词或that从句，不常接what when whether 等引导的从句和不定式。

discuss: 重在交换意见，进行讨论，不含有意说服对方的成分。其后接名词，动名词，不定式短语和when,whether, what等引导的从句，但不常接that从句。

The subject was hotly debated.

They were debating whether to go to the Mountain Puto or the Mountain Yandang just now.

I argued with him for a long time, but he refused to listen to reason.

I’ll discuss the problem with him later.

3. open the floor : 自由发言

the floor 发言权，议员席，议会会场 take the floor (在辩论中)发言，参加讨论

ask for the floor 要求发言 get (have) the floor 有发言权

Now let’s open the floor.

The president then took the floor and answered the journalists’ questions.

4. voice: vt/ 表达，吐露，用言语说出

n. 呼声，意见，声音，发言权，投票权

vioice one’s deep feeling for 表达对…的深厚感情 voice one’s opinions 发表意见

give voice to sth. 表达,表露 speek in a loud voice 大声地说

with one voice 异口同声的，一致地 lift one’s voice 高声叫喊,大声疾呼

A spokensman voiced the workers’ dissatisfaction.

With one voice, the workers voted to strike.

We have no voice on the matter.

Let’s go and enjoy the voice of the sea.

5. damage: / destory / ruin

damage: 用于无生命的东西,主要指对物造成损失, 如价值,效用,外观等物质上的损失.

destory: 用强力毁坏或毁灭某物,如建筑物,市街,城壁,王国,名誉,计划,势力,契约等.

ruin: 因暴力或疏忽的原因造成的损坏,有指房屋对待修理以致还常指天灾人祸等无形力量彻底摧毁一件事物,特别是摧毁美好珍贵的事物而无法修复.

The bridge was badly damaged by the flood.

The fire desttoyed several stores in the business district.

Heavy somking ruined his health.

6.amount: 1). n.. 数量 Large amounts of money were spent on that library.

2). n.总额，总值 please give the manager the bill for the full amount.

3). vi. 总计，等于 His answer amounts to a refusal.

The cost amounts to 1,000 yuan.

联想拓展：

a large amount of / large amounts of 大量(修饰不可数名词，谓语动词用单数),

much, a great (good) deal of, a little 后接不可数名词;

many, dozens of, scores of, a great many, a number of, a few 后接可数名词;

a large quantity of 后接可数名词或不可数名词。

7. flow 1). 流动;涌出;川流不息;(头发，衣服等)飘扬

Rivers flow into the sea. The river flowed over the bank.

Ttucks and cars flowed along the highway.

Her long hair flows in the wind.

2). n. 流动(物);流量;涌出;川流不息

People were happy because there was a steady flow of news of victories.

We will se a large instrument to measure the total flow of thw oil.

联想拓展：float vi. 漂浮，飘，漂流，飘动 使(某物)漂浮; 使(某物)漂流或飘动

A balloon floated across the sky.

There wasn’t enough water to float the ship.

8. awful adj. 可怕的;非常坏的，极大的

an awful accident 一次可怕的事故

awful weather 恶劣的天气

That is an awful book.

We had an awful earthquake here last year.

adv. 十分，极其

I am awful tired.

联想拓展：awesome adj. 令人敬畏的

It’s awesomee!

9. addition 1). n. [U] 增加;加法，偶尔也可用不顶冠词 [C] 增加物

in addition to sth. / doing sth == as well as; besides “除……之外(还有)”，后接名词或词组;

另外

Additions are made to the list from time to time.

In addition to giving a general introduction to computers, the course also provides practical experience.

In addition to the names on the list there are six other names.

2).addition 还可表示加“+”

My little sister is not good at addition.

3). in addition: 此外，还，可单独用于句首(通常用逗号与句子分开)，也可用于句末(可不用逗号与句子分开)。

10.lie / lay

lie vi. 躺;卧;;处于……状态;存在;位于

lie on the grass 躺在草地上 lie on one’s back 仰卧

lie on one’s sode 侧身睡 lie on one’s stomach 俯卧着

He is lying on the ground, looking at the sky.

A map of China lis on the table.

The answer lies in the research.

vt. 说谎 He lied to me that he had a stomachache.

lay: 放置，产卵，下蛋，设置，铺设(与with 连用)，指责(与on / upon 连用)砌砖，奠定基础等

Snow laid thick on the ground.

Please lay the book on the desk.。

The hen lays an egg every other day.

By studying we are laying a foundation for the future.

注意：lie 与lay 的不同词义，词性及四种基本形式。

lie---lay---lain---lying vi. 躺，卧，位于

lay---laid---laid---laying vt. 放置，产卵

lie---lied---lied---lying vi. 撒谎

11.wipe 1). 擦，揩，抹

Wipe your hands with this handkerchief.

2). 把……擦掉，抹掉，揩掉，与away, off 连用

The girl wiped her tears away with a handkerchief.

3). 把……擦，抹干净，干等，后接形容词作宾补。

Wipe your hands clean.

wipe off 抹掉 wipe down 用湿抹布擦干净

wipe out 彻底消灭 wipe up 用布把(水，灰等)擦，抹，揩掉或揩干

12. approch vt. / vi. 走进，靠近，首次接洽，开始考虑，开始着手，接近，近似。

n. 走进，事物处理的方式或方法

Approach to science. 走进科学.

We approached the museum.

Did he approach (首次接洽)you about a loan?

It is not allowed to approach the forbidden area.

The approach of the winter brings cold weather.

13.expand vt. / vi. 扩大， 扩张，使膨胀， 张开，发展， 详述(常与on 连用)(指范围体积的扩大，膨胀， 扩张)

The business has expanded from having one office to having twelve.

She expanded her store by adding a second room.

He will expand(阐述)his remarks afterawrd.

The Nokia company wants to expand its market in Asia.

辨析：enlarge v. 扩大，放大 (指尺寸或空间的扩大)enlarge the wedding photo

Good reading enlarges the mind.

spread v. 展(伸)开，散布， 传谣，蔓延 指物体表面或地域上的扩展传播

Spread the newspaper and you know the news.

14.arrest vt. 逮捕，阻止，抑制，吸引(注意)

n. 逮捕，阻止，一直，制动

under arrest 拘留

The criminal was arrested yesterday.

The police made three attests yesterday.

15.figure n. 体型，数字，计算(常用复数)图形，人物像，雕像

v. 计算， 想像，认为……是……

figure sb. to be 料想某人是… figure out (好好思考以)理解，计算出

figure in 把……列入考虑 foigure on 期待， 指望

have / keep a good figure 拥有 / 保持好身材

be good / poor at figures 擅长/ 不擅长计算

16.situation n. 状况，处境，局势，形式，事态，指一定时期内总的情况，形势。

state: 表示情况，状况，常用单数，可与不定冠词连用，表示人或物在外观、心灵、健康、心理等方面的情形或状况。常用于in a ……state 或 in a state of

condition 条件，情况，状况，其单数形式指人或事物所处的状态，这时与state 意思相近，可互换。但condition 还常着重汉语一定的原因或条件所造成的状态，如人的健康状况，物的完好程度，设备的可用性等。其复数指一般笼统的情况或环境。

The present situation calls for entirely new measures.(处施)

They were silent for a long time ,in a state of hesitation and doubt.

I’ve had no exercise for ages, I’m really out of condition.

17. see …… as …… 将……视为……

consider……as…… 把…… 看作…… ， 认为……

regard…… as…… 把…… 当作……

look upon …… as …… 把…… 看作/视为/当作……

think of ……as…… 把…… 看作……，以为…… 是……

I simply can’t see him as a crook.(骗子)

I consider him as an expert.

They regarded him as the most promising(最有希望的)table-tennis players.

He alawys thinks of him as a great man.

18. spend / cost / take / pay / pay for

spend; 主语必须是夫人，宾语可以是钱，精力，时间等。

cost: 主语必须事物，表示费用，耗费，后接life, money, health, time等，侧重于花费的代价。注意：cost 后不能与具体的时间长度连用，只能与表示抽象概念的时间短语连用，如：some time ,much timde, ten years of hard work.不可说：It cost him ten years to work. 常用结构：It costs sb. some money to do sth.

take: 表示花费时，其主语一般一件事，有时主语也可以是人，它说明事情完成花费了……，句型为：It takes sb. some time to do sth.

It took me ten minutes to go to the post office.

注意：take …to do …侧重于完成该动作花费的时间，而spend…doing sth. 有时并不说明动作的完成。

It took him an hour to read the book.

He spent an hour in reading the book.(是否读完并未说明)

pay: 支付，作为及物动词，宾语可以是人，钱。

pay for: 宾语是物，事，for 表示支付的原因。

Of course we have to pay for what we buy.

Don’t worry about money; I’ll pay for you.

19.key: n.答案，解决方法;钥匙;要点;关键;秘诀;其后跟介词to,接名词、代词或动名词短语

adj. 重要的;基本的

turn the key in the lock 转动锁孔中的钥匙

the key to the front door 前门的钥匙

a key man 重要人物

Diet and exercise are the key to good health.

He seems to hold the key to the mystery.

20.allow vt. / vi. 允许，准许，容许

allow sb. to do sth. 允许某人做…

allow doing sth. 允许做…

allow for 考虑到

allow sb. in / out 允许…进入/离开

allow of 容许，，对……留有余地

辨析:

allow permit 都有让，允许的意思，很多情况下可以互用。allow 侧重于默许，permit侧重于正面允许，语气较allow重，它们可以用于：

allow / permit sb. to do sth. allow / permit+v.―ing

let 也有让，允许的意思，接不to 的不定式作宾补，不接动名词，不用于被动语态。

Please allow me to congratulate you your success.

We don’t allow smoking in the waiting room.

Permit me to say a few words.

His father wouldn’t let him go alone.

It will take you half an hour to get to the station, allowing for traffic delay.

21.include / contain

include: 包括，包含，算在内，列在里面 暗含里包含部分不是全部。including是一个独立介词。included 是一个没有比较的形容词，通常用于名词或代词的后面。

contain: 指某容器装有某物或某东西内含有某种成分。暗含了包含部分和全部。

Everyone laughed, me included.

The members were present at the meeting, including myself.

Sea water contains salt.

We have included in your bill the cost of the cup you broke.

The box contains soap.

22.What if …… ?倘使……将会怎么样?

What if they do not come?

What if it rains when we can’t get under shelter?

23. a little / a bit

a little 23. a little / a bit

a little一点;少量 修饰不可数名词，表示少许，具有肯定意义;如仅用little则具有否定意义，表示几乎没有。a little 作为副词性词组，可修饰形容词、副词的原级、比较级，表示有点儿。not a little == very much 很，非常

a bit 一点儿，相当 它不能直接修饰名词，修饰名词要用a bit of . a bit of 须接不可数名词。 a bit 作为副词性词组，也可修饰形容词、讽刺的原级和比较级。表示有点儿，可与 a little 换用. not a bit == not at all 一点儿也不

There is a little wine in the glass.

She knows a bit of English.

After the P.E lesson, we were not a little tired.

―― Sorry to have bothered you.

―― Not a bit.

24.closely adv. 仔细地;认真地; 密切地;接近地;严密地

listen closely 仔细地听 follow an argument closely 密切注意议论的进行

close adj. 仔细的;密切的;严密的;近的;接近的;adv. 紧紧地，接近v. 关闭;封闭;封锁。close作为形容词，副词，表示空间，时间上密切接近，程度上比near强，后接to才能接宾语。close作定语，表示一种具有抽象意义的“紧密的，密切的”注：表示“关闭的”用closed,不用close.

near 既可用形容词、副词，又可用作介词，可直接跟宾语，有“近，接近;在……附近”的意思。

next to 与……邻接，紧挨着 to 为介词

He is my close friend.

Most of the shops are closed on Thursday afternoon.

You might give close attention to the matter.

It’s four kilometres by the nearest road.

Th house next to ours is bookshop.

form n. 形式;形状;格式;健康状态

vt. / vi 形成，构成，组织，成立，做成，养成，产生

in the form of 以…… 形式

an application form 申请表格

be in form 状况良好

be out of form 状况不好

take the form of 以……的形式呈现

form a company 成立公司

form into line 排成队

7.牛津高中英语模块7 unit3 Grammar 教案教学设计(译林牛津版英语高二) 篇七

1、教材内容的改造

教材是指导性的学习材料, 教材的局限性在于普遍性, 所以在教学中应发挥创造性思维对教材进行适当的调整, 以适应本地或者本校的教学特点。实际上课外书籍已成为多数教师的选择, 在教学中可以从更广阔的教学资源中进行选择, 并补充到教材中, 在添加或者删减中让学生感到课本的内容不是一成不变的而是更加丰富, 让学生对英语的学习更加感兴趣。但是应注意在删减与补充的时候保持教材的一贯性, 保持教学点的准确和针对性。如译林版的某个单元的话题是Laughter is good for you。在阅读中教材提供一段喜剧化的文章, 但学生对这段文章的内容不是很感兴趣, 因此可以选择其他的文章进行补充讲解, 增加多项选择的话题, 从而设计成新的阅读段落, 从而让学生既能了解知识点也可激发学习兴趣。

2、创新改变教学内容

2.1 内容更换

在教学中教师应对教学的内容进行可行性的替换, 因为一些较为生僻的词或者文章内容会导致学生学习的积极性下降, 而这些文章涉及的内容也不是生活中所熟知的, 此时可以进行调整。如在教材中有一段关于医学方面的文章, 其中大多数词语都是医学名词, 在学习中学生掌握较为困难, 因此在教学中可以针对此段落进行替换。在替换过程中可以让学生自己选择和寻找相关的文章作为备选, 然后由教师组织大家进行讨论, 选择合适的文章作为教学范文。利用分组教学的方式针对该文章进行阅读和分析, 激发学生讨论的兴趣, 从而让学生对教学内容印象深刻。

2.2 改变活动内容

在教学中教材会设计一些阅读前的活动, 而这些活动的目的就是活跃课堂气氛, 让教学的内容在活动中预热, 让学生更好地掌握相关词语和知识点。教师在教学中完全可以根据实际的教学内容和对象进行活动的重新设计与调整, 让学生在适应其特点的活动中获得兴趣激发并掌握知识点。

3、群体参与

参与是学生在学习中必不可少的环节, 因此在教学中应重点关注学生参与的活动, 因为以学生为主的教学可以为学生营造一种宽松的学习氛围, 让学生在教学中实现自我价值, 满足其主动学习的需求, 大多数的学生都会接受这一类教学方式。因此在创造性教学中不能忽视参与性活动的设计与应用。如比较法:在教学中设计一个对比环境或者语境, 让学生对某两个词语进行对比, 由此拓展学生的思维范围, 增强鉴别能力;再如:联想教学, 在一个词的带动下, 列举相关的词语, 利用已经学习过的词语来拓展, 使之成为引导学生思维的钥匙, 让学生展开联想从而在学习中达到举一反三的效果。如学习国家、语言等名词的时候可以将一个国家的众多代表性特征联系起来, 在教学的同时也丰富了学生的知识。还有就是情景的设计, 让学生在自由的环境下进行对话, 利用特定的情节来营造教学的环境, 让学生可以在环境中自由发挥。教师不要干预, 只负责记录, 然后再对出现的错误进行讲解, 以此提高学生对英语的应用能力。

4、对教学内容进行次序调整

在教学中也可对教材设计的教学次序进行调整, 如教材中一些教学内容与社会活动相衔接, 此时就可对这部分内容进行调整, 利用社会活动, 如五一、十一、端午、运动会等来拓展教材内容, 并将其与活动衔接, 让学生可以在社会环境下了解某个知识点的应用情况, 从而激发学生的学习兴趣, 提高教学质量。

5、改变教学方法

译林版的高中教材提供了很多原汁原味的英语教学活动方案, 这些教学活动方案可以帮助学生了解英语文化背景, 但是文化的差异却阻碍了学生对知识的应用, 因此在教学中应适当调整教学内容。

结束语:

8.牛津高中英语模块7 unit3 Grammar 教案教学设计(译林牛津版英语高二) 篇八

译林牛津版初中英语教材具有很多的优点，但由于学生知识储备的不足和语言运用能力的匮乏，教师只有充分认识这一现状，并结合教学实际，合理设计教学过程，巧设情景，进行语言的迁移，根据学生的需要恰当地使用教学资料，充分发挥学生在课堂上的主体作用，教学相长，才能达到教学效果的最优化。

【案例描述】

这是关于9A Chapter 6 Language （第六章 语言知识） 的一节课，授课教师为我校张老师，张老师利用了一个同学们熟悉的童话故事《三只小猪》为基础，教学条件状语从句（conditional sentences），让学生在有趣的故事及语言情景中，反复练习句型结构，同时给学生留以较大的思考和交流的空间。在课堂上老师和学生共享了语言学习的乐趣。当播出猪妈妈和三只小猪的视频时，学生有些疑惑——这个故事谁不知道呀？张老师抓住时机，说：“Mother is asking them to make a living themselves.”这样就将语言学习和故事结合在一起了。当播出第一只小猪用稻草建屋时，张老师说：“If I build a house of hay， Ill live comfortably.”当播出第二只小猪骑在木屋顶上吃苹果时，张老师让学生对画面进行描述，然后模仿第二只小猪的口吻说：“If I build a house of wood， Ill live happily.”当播出第三只小猪建造的砖屋时，张老师问：“What is the house built of？”学生已经被引入故事情景，不约而同地回答：“Its built of bricks.”这时，张老师故作严肃，模仿第三只小猪的口吻说：“If I build a house of bricks， I will live safely.”然后，张老师让大家对第三只小猪的观点展开讨论，让学生们说出是否同意及其理由。学生们开始议论，此时同学们自然而然地使用第三人稱，能很容易地说出大灰狼可以轻易摧毁稻草屋和木板屋，而砖头屋很硬，大灰狼如果胆敢啃砖屋会崩掉一地牙的……同学们假设了多种可能的结果，笑声不时充满课堂。在愉悦的课堂氛围中，张老师及时对句型结构进行归纳： “The three pigs have told us the real wills. Thats what we can learn from these sentences.

【案例反思】

通过这个教学案例，给我留下了深刻的启示：

一、巧设情景，利用学生已知故事的结果，进行语言的迁移

条件状语从句的英语语言知识对初中生来说有一定的难度。译林牛津版初中英语教材与其它英语教材有不同之处，译林牛津版初中英语教材在初二教材就安排了此类句型，到初三时主要是进行巩固和归纳，而且必须强调使用英语思维及语言知识于语言情景中。张老师巧设情景，利用学生已知故事的结果，进行语言的迁移。她的这种教学措施既活跃了学生的思维，丰富了学生的语言，又进行了人文教育。以往，我曾观察过不少有关条件状语从句的教学。由于大多数教师偏重于语法知识的难度处理，往往采用解剖结构——分析例句——大量练习题，句子的填充、改错、翻译或造句的“三步曲”。甚或有些教师还会让学生同时学习和比较真实条件状语从句和虚拟条件从句，将一些学生的记忆搅得一塌糊涂。我也曾看到有些教师干脆“就地取材”，要学生翻译他现编的中文句子。例如：如果我不早起床，我就会迟到。如果他不做作业，他就不能通过考试。如果我们不打扫教室，教室就会很脏。教师以为自己在做思想工作，这些句子说得很顺溜。学生却听得一点儿也没有兴趣，就象用英语做忏悔。这样的语言课，乏味尚在其次，伤害了学生的自尊必然会消褪他们对英语学习的热情。

二、根据学生的需要恰当地使用教学资料

学生是存在差异的，要想让英语课程适合每个学生，教师就要根据学生的需要，恰当、合理地选择和使用教学资源。在本案例中，张老师能时刻注意到学生的情感变化，利用一个大家熟悉的简单故事，让学生用英语来感受其故事的深刻内涵，用英语语言来表述自己的看法和见解，实现教学相长、师生共同提高。此时，英语语法知识就成为了一种使用的载体，为教学目标服务。

三、及时把握好上课的节奏